THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL

LEADERSHIP

• School/Education focus in the society

• School will always be considered as a learning organization because:
o it has bureaucratic structure
o formed by hierarchal level
• Cognitive, Psychology, and Affective Domain
o An affective holistic approach
o Molds the mind & characters of the students
• School is a community because it has faculty and school organization. Guided by
specific elements:
o Values – guiding principles
o Culture – shared values of faculty and teachers
• Important to learn the course:
o As future educator we would become leaders who will teach and guide the
students
o Teacher is considered as leader in school, so we must understand our role
o We are the key instrument on peace and building tolerance

Chapter 1: Philosophies of Education

o There is no perfect philosophy of education because those are basic foundation of
school to become effective teachers and students
o Asian Philosophy – Cognitive Domain (Mind, Thinking)
o Western – Psychomotor (Skills, Experiences)
o Eastern – Affective (Values, embodied in school)

IDEALISM, REALISM, PRAGMATISM, EXISTENTIALISM, POST-MODERNISM

CONTENTS
1. Definition of the Philosophy in Education Perspective
2. Main teachings/points of the philosophy when it comes to education
3. How can it be applied to learning?
4. What are the expected outcomes for the students?

• Philosophies is important to have a foundation in the education in society

There are a number of ways in which the field of philosophy of education might be organized,
whether for purposes of study or teaching. For example, one might study prominent philosophers
who have something to say relevant to education, in their historical order (e.g., Plato, Rousseau);
one might study prominent educational thinkers, whether philosophers or not, in a philosophical
manner (e.g., Pestalozzi, Freire); or one might focus on particular branches of philosophy and
their implications for education (e.g., moral philosophy and moral education, philosophy of science
and science teaching).

Some argue that, ideally, philosophy of education should involve a systematic inquiry into ultimate
questions about the nature of being or existence (metaphysics), allied to a theory of knowledge
or what can be known (epistemology) and concern for questions of value of various kinds, be it
moral, aesthetic, economic, etc. (axiology), which in practice makes philosophy of education
barely distinguishable from philosophy generally some would focus more on specific
contemporary educational issues that give rise to the philosophical questions (e.g., Is a policy of
inclusion educationally desirable? Is it morally required? What is the relationship between a moral
and an educational imperative?), there is the view that we should concentrate on examining key
educational concepts in a critical manner (e.g., What is it to be educated? What is the nature of
knowledge? What is worth knowing?)

1. IDEALISM
• DEFINITION:
o Ideal – perfection (which doesn’t exist in world)
o Base from Plato
o Believe in true reality
o Concentrate to perfect idea and concepts
o Focus on holistic approach on subject
o Here we are helping students discover and develop their abilities and potentials
to better serve the society
o Creating and molding students to help the society
o But problem is it cannot be applied all the time because nothing is perfect
o Embrace a subject ideally, hindi dapat magkamali
o Prefer unchanging idea that maintain education
o Reality resides in ideas or in the mind, rather than in the material world or
physical sense perception.
• referring essentially and paradigmatically to the Platonic view that reality resides in
ideas or in the mind, rather than in the material world and physical sense perceptions,
introduces us to both the beginning of systematically recorded Western philosophy
and a viewpoint that in one form or another has persisted strongly to the present day
• MAIN TEACHING: To introduce Idealism is to introduce a central and hugely influential
part of Plato’s philosophy; to study it is to come to grips with a powerful and enduring
philosophical ‘ism’. It is also to approach a set of questions that ultimately any
philosophy of education should face: What is the nature of reality? What is truth? In
what does true knowledge consist of?

2. REALISM
• DEFINITION:
o Real – real world
o Base on Aristotle – Father of Realism in Scientific Method
o Concept the exist in humanity and society
o Make student realize that a certain learning can be used in their life such as
decision-making skills
o Let student learn in their own observation
o Focus on reality on what are the things that students can and cannot do
(process on how concepts turn into reality)
• constructed as the view that it is the material world that is real and our sense
perceptions that are primary, the antithesis of Idealism, has had and continues to have
a wide following, and should obviously be given consideration alongside Idealism, if
our object is to take the question of reality, truth, and knowledge seriously.
• MAIN TEACHING: Though Realism can be associated with, for example, John Locke,
it is often introduced by reference to Aristotle and his emphasis on empirical
observation and deducing general laws from study of particulars, while making various
specific criticisms of Plato’s Theory of Ideas (or Forms). And there is something to be
 said for recognizing that philosophical viewpoints as much as anything else often
develop out of and in reaction to the past.

3. PRAGMATISM
• DEFINITION:
o Came from American Philosophy
o Believe that reality is constantly changing
o Learning things through experience
o Teachers must give students a problem-solving assessments to be able to
create solutions and apply it in real life.
• associated particularly with philosophers at the end of the nineteenth century such as
Charles Peirce, William James and John Dewey, attempts to link truth to what is useful
or what yields results.
• Pragmatic means the quality of dealing with the problem in a sensible way that suits
the conditions that really exists, rather than following a fixed theories, ideas or rules.
Pragmatism is an educational philosophy that says education should be teaching
students the things that are practical for life and encourages them to grow into better
people. Many famous educators including John Dewey, William James were
pragmatists. Pragmatists believe in the idea of practical learning i.e., education should
apply to the real world.
• MAIN TEACHING: Pragmatism is an educational philosophy that says that education
should be about life and growth. That is, teachers should be teaching students things
that are practical for life and encourage them to grow into better people.
• This is a peculiarly American viewpoint (possibly partly the product of America’s
supposed frontier mentality). We are thus reminded forcibly that ideas seldom if ever
emerge simply from abstract thought alone but are partly the product of circumstance.
Danger lies both in ignoring that fact and equally in assuming that ideas are nothing
more than the product of the times in which they are born.

4. EXISTENTIALISM
• DEFINITION:
o Exist
o Base on Jane Paul Santre
o Develop existence of students or individual
o Must make students realizations from their own understandings on one’s
existence
o Teachers are facilitators
o Students exist by embracing three domains
• may be defined, in Jean Paul Sartre’s phrase, as the view that human ‘existence
precedes essence’, or, slightly more broadly
• Existentialism, on the other hand, examines the existence and the role the
individual plays in terms of his or her feelings, thoughts, and responsibilities.
• MAIN TEACHING: the view that we are not given but that rather we create our
own natures, characters and futures (cf. Rousseau), and therefore are ultimately
responsible for being what we are; it may be further argued that this knowledge
leads to feelings of futility, alienation, and angst
 • In the education perspective, existentialist believes that most philosophies of the
past have asked out people to think deeply about thoughts and abstractions that
had little or no relationship to everyday life.
• the individual is drawn in as a participant, ready to be filled with knowledge based
on his ideas. Sartre believes that “existence precedes essence” he added that if
people have created ideas and practices that are harmful, then they could also
create ideas and practices that are beneficial.

5. POSTMODERNISM
• DEFINITION
o Prior knowledge and experience can be use in real-life
o Focus on working on the outside world
o Emphasize diversity of human experience which deepen understanding in
society
o Relevant because it improves the student’s life from deeper
o How students use learnings
o Help us develop another school of thoughts
• Postmodernism and other more contemporary ‘isms’ or schools of thought need to
be given separate consideration (see Relativism section below), because they
really do not fit the model of ‘school of thought’ so far discussed
• DEFINITION: they tend towards a relativistic viewpoint to the effect that knowledge
in the conventional or traditional sense is not possible. Postmodernism includes
various groups of philosophers who follow multiplicity. Regarding postmodernist,
the aims of education are teaching critical thinking, production of knowledge,
development of individual and social identity, self-creation. In postmodern
education teachers just lead students to discover new things.
• MAIN TEACHING: Postmodernist educators believe that there is no absolute or
universal truth, arguing that truth changes with the advent of new events and
discoveries.
• Your teaching philosophy is a self-reflective statement of your beliefs about
teaching and learning. It’s a one to two page narrative that conveys your core ideas
about being an effective teacher in the context of your discipline.

WESTERN PHILOSOPHY IN EDUCATION

⎯ Education must not just focus on cognitive but in skills also
⎯ Involves learning by doing
⎯ Easiest form of philosophy
⎯ Train students to have decision making

1. PROGRESSIVISM
o Used in current curriculum
o Enlighten learners to their actions
o Teachers are facilitators
o Even though children’s experience difficulties and challenged but at the
end they learn in their own ways
• Definition and Main Points: Progressivism is a student-centered philosophy that
believes that ideas should be tested by experimentation, and learning comes from
finding answers from questions. This philosophy values the scientific method of
teaching, allows individuals to have their own beliefs, and promotes the interaction
of students as valuable to the learning process.
 • Progressivists believe that individuality, progress, and change are fundamental to
one's education. Believing that people learn best from what they consider most
relevant to their lives, progressivists center their curricula on the needs,
experiences, interests, and abilities of students.
• Application in Learning and Expected Outcome from the Students: In regular
classroom students just memorize what they need to know, and it goes away after
the test. In Dewey’s mind, the students would have to exercise their brain by
problem solving and thinking critically, resulting in learning (even though the
students may not even know it!). This allows the individual's brain to develop, so
as the individual grows learning becomes easier! After attending a school Dewey
would have set up, a child would be ready for the real world and a lot of the
everyday setbacks that an individual would experience, such as losing a button,
changing a tire, making lunch, or balancing a checkbook. School would be a lot of
hands-on learning, and the progression of education would not end!

2. PERENNIALISM
• Definition and Main Point: An educational philosophy which is believed to follow
a traditional and conservative belief. It is rooted in idealism, and it relies on the
past. It is based on the philosophies of Plato, Aristotle and St. Thomas Aquinas
and lessons are lifted from classic and great books.
• Perennialists believe that the focus of education should be the ideas that have
lasted over centuries. They believe the ideas are as relevant and meaningful today
as when they were written. They recommend that students learn from reading and
analyzing the works by history's finest thinkers and writers.
• Application in Learning and Expected Outcome from the Students: The goal
of a perennial educator is to teach students to think rationally and develop minds
that can think critically. A perennial classroom aims to be a closely organized and
well-disciplined environment, which develops in students a lifelong quest for the
truth.
• Perennials are primarily concerned with the importance of mastery of the content
and the development of reasoning skill

3. ESSENTIALISM
• Definition and Main Points: Essentialism is a teacher centered philosophy that
believes there is a common set of skills and knowledge that educated people
should have. It focuses on respect for authority, developing sound habits of the
mind, and training in fundamentals. Essentialism is like perennialism.
• Essentialism in education asserts that common and essential ideas and skills
belonging to a certain culture should be taught to all citizens at the same level,
especially at primary school level. To do this, the teacher's authority in the
classroom is emphasized and the subject matter is the center of the curriculum.
The essence or the center of education is the core curriculum which is a
combination of hard work and rigorous effort. The unification role of essentialism
is represented in the core curriculum that aims to transfer the essential knowledge
and skills needed for the equal and well-balanced citizens. The discrimination
function of essentialism comes out in politics, natural sciences in the form of
taxonomy.
 • Application in Learning and Expected Outcome from the Students:
Essentialist educators focus on transmitting a series of progressively difficult topics
and promoting students to the next level. Subjects are focused on the historical
context of the material world and culture and move sequentially to give a solid
understanding of the present day.
• The teachers impart knowledge mainly through conducting lectures, during which
students are expected to take notes. The students are provided with practice
worksheets or hands-on projects, followed by an assessment of the learning
material covered during this process

4. BEHAVIORISM
• Definition and Main Points: Behaviorism is a teacher centered philosophy that is
closely related to realism. This philosophy focuses on human behavior as a
reaction to external stimuli and believes that changing the environment can change
misbehavior.
o Operant Conditioning (B.F. Skinner) - Subject learns behavior by
associating it with consequences.
o Classical Conditioning (Ivan Pavlov) - Subject learns to associate two
unrelated stimuli with each other.
• Behaviorists believe that if teachers provide positive reinforcement, or rewards,
whenever students perform a desired behavior, they will learn to perform the
behavior on their own. The same concept applies to punishments. Behaviorists
think people act in response to internally or externally generated physical stimuli.
• Application in Learning and Expected Outcome from the Students:
Behaviorism is key for educators because it impacts how students react and
behave in the classroom and suggests that teachers can directly influence how
their students behave. It also helps teachers understand that a student’s home
environment and lifestyle can be impacting their behavior, helping them see it
objectively and work to assist with improvement.

5. HUMANISM
• Definition and Main Points: Humanism is a student-centered philosophy that
focuses on enhancing one's innate goodness, rejects the idea of group-oriented
education, and upholds the idea of enhancing individual development.
• The humanistic approach places a great deal of emphasis on students' choice and
control over the course of their education. Students are encouraged to make
choices that range from day-to-day activities to periodically setting future life goals.
• Application in Learning and Expected Outcomes from the Students:
Fostering engagement to inspire students to become self-motivated to learn. The
effectiveness of this psychology approach is based on learners feeling engaged
and self-motivated, so they want to learn. So humanistic learning relies on
educators working to engage students, encouraging them to find things they are
passionate about, so they are excited about learning.

6. CONSTRUCTIVISM
• Definition and Main Points: Constructivism refers to the idea that learners
construct knowledge for themselves---each learner individually (and socially)
constructs meaning--- as he or she learns.
• Constructivism is based on the idea that people actively construct or make their
own knowledge, and that reality is determined by your experiences as a learner.
 • Application in Learning and Expected Outcome from the Student: Teachers
and instructors that understand the constructivist learning theory understand that
their students bring their own unique experiences to the classroom every day.
Their background and previous knowledge impacts how they can learn. Educators
can use constructivist learning theory to help their students understand their
previous knowledge.

7. RECONSTRUCTIONISM
• Definition in Learning and Main Point: Reconstructionism is another student-
centered philosophy that promotes world social progress, focuses on world events,
controversial issues, and developing a vision for a new better world. This
philosophy is associated with pragmatism and essentialism.
• Reconstructionist’ educational aims are to improve and reconstruct society as
need be, as well as education for change and social reform. Thus, the study of
contemporary social problems become the centerpiece of curriculum content.
• Application in Learning and Expected Outcome from the Students: Paulo
Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to
champion education and literacy as the vehicle for social change. In his view,
humans must learn to resist oppression and not become its victims, nor oppress
others. To do so requires dialog and critical consciousness, the development of
awareness to overcome domination and oppression. Rather than "teaching as
banking," in which the educator deposits information into students' heads, Freire
saw teaching and learning as a process of inquiry in which the child must invent
and reinvent the world. For social reconstructionist and critical theorists, curriculum
focuses on student experience and taking social action on real problems, such as
violence, hunger, international terrorism, inflation, and inequality. Strategies for
dealing with controversial issues (particularly in social studies and literature),
inquiry, dialogue, and multiple perspectives are the focus. Community-based
learning and bringing the world into the classroom are also strategies.

EASTERN PHILOSOPHIES
o Values, affective domains, religion, beliefs

CONFUCIANISM, TAOISM, HINDUISM, BUDDHISM

1. HINDUISM
• PRINCIPLES OF HINDUISM: Hindu culture is scriptures under its strict principles call the
Vedic Dharma. It is every Hindus’ role to attain the four main aims of life which includes
moksha (libration), karma (pleasure), artha (wealth) and dharama (virtue).
• Avvaiyar, in fact, defines each of the four Purusharthas for us. She says that wealth is that
which is earned without doing wrong. A bee gathers honey from flowers, but in the
process, no harm comes to the flower. In fact, the very act of gathering honey is beneficial,
because the bee helps in pollination. She defines Kama as the love that a man and woman
have for each other, where their views are similar, where they are mutually supportive.
Such a relationship is the ideal one. Dharma, according to Avvaiyar, is to give of one’s
wealth to others. As for moksha, Avvaiyar says moksha comes from thinking of Him, and
being oblivious to all else. Tholkappiyar says that we must first enjoy family life, and then
distance ourselves from this worldly life, physically, by our departure to a forest and
spiritually, by not thinking of anything but God.
 • The Brahmacharya Ashram is the first (student stage). The second stage, known as
Grihastha (household age), The third stage is the Vanaprastha (hermit stage), in which
the individual's home responsibilities are fulfilled, and the last step is the Sannyasa
(wandering ascetics),. As a result, women did not play a significant part in ancient Hindu
culture when it came to education. Nari (woman) had to be a daughter, a wife, and a
mother all at the same time.
• They think that education can provide people with the abilities they need to live/survive,
but that vidya is acquired for life.
• Current usage of the term vidya includes the following;
1. To attain knowledge, as in vidya prapt karna (to learn about something in as specific
field/area).
2. To provide knowledge, as in vidya pradaan karna (to teach).
3. To concentrate in studies, as in vidya par dhiyaan diya karo (be devoted towards
studies).
4. The formal Education system, as in vidya pradaan karna bahoot zaruri hai (it is very
important to attain knowledge).
• The person who gives the beginners or buddhihin vidya or gyaan is known as a "acharye,"
which means "knowledgeable person." A teacher, a village elder, a guide, or an instructor
are all examples of archaryes. People who are gyaani in a given field are usually referred
to as gyaani. A mathematician, for example, will be referred to as "Bhaskaracharya." Guru
(teacher/educator) is derived from the phrase acharye.

2. CONFUCIANISM
o Good conduct
o Build moral skiils
o Proper socia; relationship
o How we build relationship to other – from family, friend, religion
• CHARACTERISTICS
- characterized as a system of social and ethical philosophy rather than a religion.
- conformity and acceptance of social roles
- cultivation of conscience and character
• EDUCATION IN CONFUCIANISM: Confucius' view of education is based on the
conviction that “man is born with uprightness. Even immoral persons have an upright
essence. So confucius said, “by nature, men are alike”
• True education according to him is self-education.
• Accordingly, the aim of education is to inculcate ren (humanity) through li (normative
behaviours) so that learners can realise and broaden dao (Way). To achieve this aim, the
curriculum should be holistic, broad-based, and integrated; students should constantly
practice what they have learned through self-cultivation and social interaction. Supporting
the curriculum is learner-focused education, where the teacher is sensitive to the individual
needs of students. The “enlightening approach” is recommended, where the teacher
encourages and guides students using the questioning technique and peer learning.

3. TAOISM
o Balance od human and environment etc.
• Taoism (or Daoism) is a philosophy that originated in ancient China and continues to be
practiced today, mostly throughout Asia but in small numbers around the world. Tao
means “the way,” and practitioners follow “the way” that is described in the central book of
Taoism, the Tao Te Ching.
 • Taoism can be difficult to understand because its central term, the Tao, is specifically
defined as something which cannot be defined or described. The philosophy and central
practijces of Taoism focus on universal, holistic, and peaceful principles such as living in
harmony with nature and natural order. The Tao is often described as the universe and
living under its laws of cause and effect is ideal for a life that leaves the most positive
impact on the world.
• EDUCATION: For the Taoist, education is a solo quest without walls or boundaries. The
Taoist seeks to understand the naturalness of everything as it exists in the present. Instead
of trying to know each separate piece, the Taoist tries to understand the whole, for the
whole is the Tao. For example, we can say that we know someone, but we do not
understand them. But to say that we understand someone, is that not better than saying
that we know them? In Taoism, the key is not to know something; the key is to understand
it. One goes about this through self-education and transformation. This kind of education
is also natural; it just needs to be recognized as such and developed to its fullest.
• In addition, the Taoist is an educator in a sense. The Taoist teaches by example. Lao Tsu
said, "...The Master, by residing in the Tao, sets an example for all beings..." Naturally,
when others see one who is enlightened, they will realize it, and they will learn.

4. BUDDHISM
o Avoiding worldly things
• BUDDHIST PHILOSOPHY: Buddhism is one of the most remarkable developments of
Indian thought. It is an offshoot of later vedic thought. Buddhism is founded on the rejection
of certain orthodox Hindu Philosophical concepts. It has many philosophical views with
Hinduism, such as belief in Karma, a cause-and-effect relationship between all that has
been done and all that will be done. Events that occur are held to be direct results of
previous events. The ultimate goal for both is to eliminate Karma (both good & bad), end
the cycle of rebirth and suffering and attain freedom (Moksha or Nirvana).
• Buddhist education system (200B.C to 200 A.D) was founded by Lord Gautam Buddha.
Gautam Buddha was primarily an ethical teacher and reformer and not a philosopher. He
was concerned mainly with the problems of life. He avoided the discussion of metaphysical
question because they are ethically useless and intellectually uncertain. He always
discussed the most important questions of suffering, its cessation and the path leading to
its cessation.
• Thus Buddha‘s enlightenment which he tried to share with all fellow-beings has come to
be known as the four Noble Truths. Four Noble truths are:
1.There is suffering
2.There is cause of suffering
3. There is cessation of suffering
4. There is a way to cessation of suffering
• EDUCATIONAL PHILOSOPHY OF BUDDHISM: Buddhist Education offered to impart
education to all. Many people shifted to Buddhist system of education. It was for the first
time in India that education was institutionalised on a large-scale during Buddhist
movement. It is also a historical fact that with the arrival of Buddhist era great international
centres of education like Nalanda, Takshashila, Vikramshila, Ballabhi, Odantapuri, Nadia,
Amravati, Nagahalla and Saranath were in prominence. Educational centres in Buddha
period developed in Viharas and Sanghas.
• Aims of Education : The Buddhist educational aims were comprehensive based on
knowledge, social development, vocational development, religious development,
character development aims which were as follows:
o To follow the moral values of Buddhist religion
 1. To adopt good conduct and violence
2. To achieve the final goal of Nirvana
3. To propagate Buddhism
4. To eradicate Vedic karmakanda or ritualism
5. To give up caste system
6. To take the teachings of Buddhism to the masses.
7. To leave yajna and sacrifices for achieving knowledge
8. To provide education in the language of masses i.e Pali
9. To emphasise the progress and development of the society rather than the individual
10. To provide education through the new system this was stated by Buddha.
• Principles of Education
o Avidya that is ignorance must be removed through education as it is the root
cause of sufferings
o Education should be provided in peaceful surroundings in Buddhists
monasteries, viharas and organised educational institutions instead of
Gurukulas.
o Pupils should be educated in a democratic atmosphere

5. ISLAM
o Religion
o The people are called Muslim
o Tradition, social values
o Teaching sacrifices (study and review, make projects) to students because later or
sooner there will be good things that will happen

PHILIPPINE EDUCATION

• The three domains was continuously evolve in Philippine education

PRE-COLONIAL, SPANISH, AMERICAN, COMMONWEALTH, JAPANESE, POST-WAR,

RECENT YEARS, PRESENT

Pre- colonial
• Informal
• Vocational training
• Oral tradition
• Baybayin
Pre- Spanish Period
• Influence the Catholic ways to Filipinos
• Education was informal, unstructured, and methodless as early as the pre-Magellanic era.
Parents and tribal tutors gave greater vocational instruction and less academic teaching
to their children (3 Rs).
• During the Spanish colonization, the pre-Spanish educational system underwent
significant alterations. The Spanish Missionaries took the place of the tribal tutors.

Spanish Period
• The Spanish Missionaries took the place of the tribal tutors. The focus of education was
on religion. It was reserved for the upper crust, particularly during the early years of
Spanish colonization.
 • The Educational Decree of 1863, which provided for the establishment of at least one
primary school for boys and girls in each town under the responsibility of the municipal
government, as well as the establishment of a normal school for male teachers under the
supervision of the Jesuits, liberalized access to education for Filipinos.
• Primary education was free, and Spanish classes were required. During that time,
education was insufficient, censored, and controlled.

American Period
• Americans saw education as the main tool to defeat a triumphant nationalism
(Constantino, 1966).
• The well-known Thomasites came to the Philippines, which was composed of soldier-
teachers to build and teach in schools.
• In 1903, Americans passed the Pensionado Act which provided scholarships to Filipino
students, especially males, to study in the United States to learn American culture. This is
part of their pacification efforts after the Philippine-American war.
• The “Philippine” education forced the Filipinos to learn a foreign language, along with its
foreign concepts through the American POV (Counts, 1925).
• The Department of Education, then called Bureau of Education, was always headed by
the Americans until the Commonwealth Republic was established. This way, it became
easier for them to create curriculums that will pacify the Filipinos.
• The Reorganization Act of 1916 provided the Filipinization of all department secretaries
except the Secretary of Public Instruction.
• By the time of turning over the department, the education system had already been
American-ized.

Commonwealth Period
• National Council of Education was established in 1936 whose task is to recommend
further improvements for our educational system
• Vocational and adult education were given emphasis
• An effort to develop a common language started in compliance of the 1935 Constitution
• Pres. Quezon greatly encouraged to revive the native cultures of the Philippines and our
desirable values to counteract the American cultural influence
• Quezon’s Code of Ethics: required in schools to foster a love of the country, especially the
youth
• Educational Act of 1940
o Grade 1 should accept 7 years old
o Elementary: from 7 years, became 6 years
o June to March, to July to April

Japanese Period
• Military Order No. 2 of 1942 enshrined Japanese educational policies. The Commission
of Education, Health, and Public Welfare was founded by the Philippine Executive
Commission in June 1942, and schools were reopened.
• The Ministry of Education was established on October 14, 1943, by the Japanese-
sponsored Republic. Tagalog, Philippine history, and character education were only
taught to Filipinos during the Japanese occupation.
• Japanese educational policies were embodied in Military Order No. 2 in 1942. The
Philippine Executive Commission established the Commission of Education, Health and
Public Welfare and schools were reopened in June 1942. On October 14, 1943, the
Japanese – sponsored Republic created the Ministry of Education. Under the Japanese
regime, the teaching of Tagalog, Philippine History, and Character Education was
 reserved for Filipinos. Love for work and dignity of labor was emphasized. On February
27, 1945, the Department of Instruction was made part of the Department of Public
Instruction.
• The importance of labor dignity and love for work was underlined. The Department of
Instruction was absorbed into the Department of Public Instruction on February 27, 1945.

Post-War to Present Education

• In 1972, it became the Department of Education and Culture by virtue of Proclamation
1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen
regional offices were created, and major organizational changes were implemented in the
educational system.
• Bilingual teaching was introduced during 1974
• Technical Education and Skills Development Authority or TESDA was established in 1994,
which offered vocational education esp. practical skills.
• Overall, there are three agencies that handle our education
o Department of Education
o Commission on Higher Education
o Technical Education and Skills Development Authority
• The trifocal education system refocused DECS’ mandate to basic education which covers
elementary, secondary and nonformal education, including culture and sports. TESDA
now administers the post-secondary, middle-level manpower training and development
while CHED is responsible for higher education.
• In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education
Act, was passed transforming the name of the Department of Education, Culture and
Sports (DECS) to the Department of Education (DepEd) and redefining the role of field
offices (regional offices, division offices, district offices and schools). RA 9155 provides
the overall framework for (i) school head empowerment by strengthening their
leadership roles and (ii) school-based management within the context of
transparency and local accountability. The goal of basic education is to provide the
school age population and young adults with skills, knowledge, and values to
become caring, self-reliant, productive, and patriotic citizens.
• Education sector faces problems such as low salaries, shortage of classrooms and lack
of facilities, and lack of equality between regions which result in lower level of
performances.
• Brain drain is massive in our country
• 13 years of basic education due to K-12 Program
• RA 10931 - Universal Access to Quality Tertiary Education

Likewise, the State hereby recognizes the complementary roles of public and private
higher education institutions and technical-vocational institutions in the educational
system and the invaluable contribution that the private tertiary schools have made and will
make to education. For these intents, the State shall:

o (a) Provide adequate funding and such other mechanisms to increase the
participation rate among all socioeconomic classes in tertiary education.
o (b) Provide all Filipinos with equal opportunity to quality tertiary education in both
the private and public educational institutions.
o (c) Give priority to students who are academically able and who come from poor
families.
o (d) Ensure the optimized utilization of government resources in education.
 o (e) Provide adequate guidance and incentives in channeling young Filipinos in their
career choices and towards the proper development and utilization of human
resources; and
o (f) Recognize the complementary roles of public and private institutions in tertiary
educational system.

CHAPTER 2: SOCIOLOGICAL PERSPECTIVE ON EDUCATION

1. FUNCTIONALIST THEORY OF EDUCATION

o Function
o Teach children, prepare students for their roles in future
o All of us has role in the society and help society keep going
o We are thought in the school (institution)different values to be a good citizen
a. Functionalists argue that education is an important social institution that helps
meet the needs of society and maintain stability. We are all part of the same
organism, and education helps create a sense of identity by teaching core values
and allocating roles.
b. Functionalists examine institutions in terms of the positive role they play in society
as a whole. They believe education serves two main functions, which they call:
i. Manifest
• These are intended functions of policies, processes, social
patterns, and actions.
• Things needed to fulfill
• Intended functions of human expected in the society
• Already designed, stated by the society
• CHAMBERS
o Change and Innovation
▪ The roles or functions of the students need to be met
to create good changes and innovations
o Socialization and Social Control
▪ Secondary Socialization is the school
▪ The education main key stakeholders
▪ School is an institution that helps develop the roles
of the students
▪ School helps the society establish a foundation by
helping to produce active citizens
o Transmission of Culture
▪ One of the avenues in transmitting culture is
through instructions which is found in education and
by using language as a medium of socialization
o Role Allocation
▪ Specifying roles
▪ Teach students to be responsible and productive
citizen
▪ Hinuhulma and mga estudyante to achieve their
dreams
▪ Meritocracy – it is a belief that people will achieve
their success because of their skills and talents
ii. Latent
• Policies, processes, social patterns, and actions that schools, and
educational institutions put in place that are not always obvious.
 • Unintended roles
• The function of an individual doesn’t limit on what society
expectation but slowly as we grow, we discover more essential
roles, and we develop roles unintentionally
• But not all the time we easily understand our role that is why there
is a conflict that emerge which is call the conflict theory/perspective.
• CHAMBERS:
o Social Networks
▪ The family – number one social support system
▪ Friends – peers, have similar age; thought us how to
build relationship; we suddenly have a new role which is
being a friend, as a member of a circle of friends
▪ Then later on our role is slowly spreading and added
o Group Work
▪ How we collaborate with others
o Creating a Generational Gap
▪ The roles teach us to have firm decisions
▪ Mas nakikita natin ang ating sarili kapag
napapanindigan natin ang ating mga desisyon
▪ Kapag nasa tama manindigan
▪ Learn to say no.
o Restricting Activities
▪ Pursued things but distracted by societal norms
▪ We should pursue what we want in life to discover more
roles and identity in life.
2. CONFLICT PERSPECTIVE
o An eye opener to see the problems in the society
o Wants to promote an opportunities for all
o Pag pinanganak kang mayaman maswerte ka, pero pag pinanganak kang mahirap
mas maswerte ka
o Poor people are more motivated and have desires in life, and create more ways to
strive for the betterment of life
o Embrace promotion of change
o If there is stress, challenge, and pressures in life then there is also progress
o We must express our power through creating more social progress in life
o Life is full of complex situations so we must be willing to create progress in life make
students feel that they are equal
o Appreciate them and give them words of wisdom for them to be inspired
a. Conflict theory states that conflict is the most important aspect of human interaction
and applying the fundamentals of conflict theory to schools and classrooms
produces the conflict theory of education.
b. Who is Credited with Inventing Conflict Theory?
i. Conflict theory is attributed to Karl Marx, a 19th-century political
philosopher who led the development of communism as a school of thought
in economics.
ii. Karl Marx’s two most famous works are The Communist Manifesto, which
he published in 1848; and Das Kapital, published in 1867.3 Although he
lived in the 19th century, Marx had a substantial influence on politics and
economics in the 20th century and is generally considered one of history’s
most influential and controversial thinkers.
c. Adaptations of Marx's conflict theory.
i. Max Weber, a German sociologist, philosopher, jurist, and political
economist, adopted many aspects of Marx's conflict theory and later further
refined some of Marx's ideas.
ii. Weber believed that conflict over property was not limited to one specific
scenario. Rather, he believed that there were multiple layers of conflict
existing at any given moment and in every society.
d. What is Conflict Theory of Education?
i. The conflict theory of education is an ideology that focuses specifically on
how conflict theory functions in educational settings, like schools and
classrooms.
e. How does Conflict Theory of Education work?
i. The conflict theory of education is useful for understanding how social
structure affects children in the public school system.
ii. When applying the conflict theory to education, you can analyze the groups
that exist within the setting you're applying it to.
iii. Determining the nature of the conflict between these groups is important
for applying the conflict theory of education
f. Why is Conflict Theory of Education important?
i. The conflict theory of education is important because it can allow
researchers to recognize and attempt to dismantle the systems that can
keep disadvantaged kids from receiving fair educational opportunities.
g. What is Tracking in Conflict Theory of Education?
i. Tracking is an educational system in which teachers and administrators’
separate children into various groups, such as gifted student programs and
learning recovery programs, based on their abilities in school.
ii. Reading recovery is one method of tracking in which teachers dedicate
extra time to help children learn to read at the same level as their peers.
h. Examples of applying Conflict Theory of Education?
i. These are some examples you may see when applying conflict theory to
public schooling:
• Richer areas may receive more funding
• Except for some funding from the government, public schools
receive their funding from property taxes.
ii. First-generation college students.
• First-generation college students - Children who come from families
where many of the family members attended college are far more
likely to attend college themselves
• Imperfect standardized testing - Standardized testing can often be
more suitable for certain demographics than others and may not
accurately show the abilities and talents of groups other than the
majority.
• Unequal disciplinary action - Certain demographics are more likely
to be punished for minor offenses and removed from school in the
form of expulsion or suspension.
i. What are the criticisms of Conflict Theory of Education?
i. One major criticism of conflict theory is that it focuses too much on the
negative aspects of human interaction.
j. What kinds of questions do Conflict Theorists ask? What kinds of questions do
Conflict Theory?
 i. Conflict theorists pose questions that allow them to better understand
social situations and the effects of power dynamics.
k. What are the limitations of Conflict Theory of Education?
i. Conflict theory, in the broader sense, assumes that society is constantly
changing. Therefore, the four fundamental assumptions of conflict theory
are competition, revolution, structural inequality, and war.
l. Conflict Theory and its Educational Significance:
i. According to conflict theory, the purpose of education is to maintain social
inequality and preserve the power of those who dominate society.
ii. In our society, we find two kinds of schools: Government schools and
Private schools. Private schools are meant for the upper elite classes who
are rich.
iii. According to Patnaik, that talent and academic ability are more or less
evenly distributed across the various social groups in a society. Hence, the
best quality of education system would thus be one where the group-wise
composition of students and teachers, would closely approximate the
groupwise composition of the population as a whole

SYMBOLIC INTERACTIONISM
o Social interaction contributes to teachers expectations and performance
o Social interaction in schools affects the development of gender roles and that teacher’s
expectations of pupils intellectual; abilities affect how much students learn.
o Theory that encourages us to generate direct meaning to different situation – in subjective
manner, preferences, and feelings
o Encourage us teachers to understand students why we see them like that and act like that
o Humans have different interpretations of our world
o It is important that when we see symbol is we must understand each other’s view of point
o We must frequently check, and critique students
o And if we know the real meaning of their symbols, we will understand them more
o The theory teaches us not to be judgmental
o It broadens our mind and encourage us to know our students more.
• Symbolic Interactionism in Classroom - This perspective focuses on social interaction in
the classroom, on the playground, and in other school venues. Specific research finds that
social interaction in schools affects the development of gender roles and that teachers’
expectations of pupils’ intellectual abilities affect how much pupils learn
• A body of research shows that teachers’ views about students can affect how much the
students learn, known as the Pygmalion Effect.
o When teachers think students are smart, they tend to spend more time with them,
to call on them, and to praise them when they give the right answer.
• Other research focuses on how teachers treat girls and boys.
o Several studies found that teachers call on boys more often and praise them more
o Teachers did not do this consciously, but their behavior nonetheless sent an
implicit message to girls that math and science are not for girls and that they are
not suited to do well in these subjects.
o Teachers applying labels that students are never able to lose.
CHAPTER 3

TOPIC: Education and Society

• Open System Perspective in Education
• Moral Education by Emile Durkheim
• The School Class as a Social System by Talcott Parsons
LESSON OBJECTIVES:
OPEN SYSTEM PERSPECTIVE IN EDUCATION

System
o A system can be defined as an interrelated set of elements functioning as an operating
unit (Senge, 2006)
o Working together
School as a System
o Schools are social systems in which two or more persons work together in a coordinated
manner to attain common goals (Norlin, 2009).
School as Open system
o Schools constantly interact with their environments. In fact, they need to structure
themselves to deal with forces in the world around them (Scott, 2008).
o Regularly exchange feedback; constantly interact with the environment

Open systems contain five basic elements: inputs, transformation process, outputs,
feedback, and the environment.
o School is an open system because it is a continuous process
o It is open for different stakeholders; hence it is directly link in the society
o In Creating activities and plans, the society has always been considered
o Why school need to be open in the society?
▪ Students are future good citizens
▪ The aim of education is aligned in the society
▪ Even if the school is an organization, it is still open and willing to interact with other
stakeholders in the society to be able to improve
▪ School needs the help from stakeholders outside which is capable in the
transformation of the school
Open system basic elements:
Inputs
- requirements needed by school to be open
- Systems such as schools use four kinds of inputs or resources from the environment:
human resources, financial resources, physical resources, and information resources.
Human resources include administrative and staff talent, labor, and the like. Financial
resources are the capital the school/school district uses to finance both ongoing and long-
term operations. Physical resources include supplies, materials, facilities, and equipment.
Information resources are knowledge, curricula, data, and other kinds of information
utilized by the school/school district.
 Transformation process
- project, programs, and activities
- The interaction between students and teachers is part of the transformation or learning
process by which students become educated citizens capable of contributing to society.
This transformation process includes the internal operation of the organization and its
system of operational management. Some components of the system of operational
management include the technical competence of school administrators and other staff,
their plans of operation, and their ability to cope with change.

Outputs
- tangible results, outcome, grades, jobs of the former students
- The attainment of goals or objectives of the school district and are represented by the
products, results, outcomes, or accomplishments of the system. Although the kinds of
outputs will vary with a specific school, they usually include one or more of the following:
growth and achievement levels of students and teachers, student dropout rates, employee
performance and turnover, school-community relations, and job satisfaction.

Feedback
- satisfaction, beneficial aspects, healthy relationship of former students
- feedback is crucial to the success of the school operation. Negative feedback, for
example, can be used to correct deficiencies in the transformation process or the inputs
or both, which in turn will have an effect on the school's future outputs.

Environment - The environment surrounding the school/school district includes the social,
political, and economic forces that impinge on the organization. The environment in the
open systems model takes on added significance today in a climate of policy
accountability.

MORAL EDUCATION

Who is Emile Durkheim?

David Émile Durkheim was a French sociologist. He formally established the academic
discipline of sociology and is commonly cited as one of the principal architects of modern social
science, alongside Max Weber and Karl Marx. He is most well known as the author of On the
Division of Social Labor, The Rules of Sociological Method, Suicide, and The Elementary Forms
of Religious Life. However, Durkheim also published a voluminous number of articles and reviews
and has had several of his lecture courses published posthumously.
One of Durkheim's major contributions was to help define and establish the field of
sociology as an academic discipline. Durkheim distinguished sociology from philosophy,
psychology, economics, and other social science disciplines by arguing that society was an entity
of its own.
What is Morality?
• a particular system of values and principles of conduct, especially one held by a specified
person or society.
• principles concerning the distinction between right and wrong or good and bad behavior.
MORAL EDUCATION
Emile Durkheim sees the state of being associated with social structures as the source of
ontological perception, moral judgment, and rules of behavior. In "Moral Education" Durkheim
describes morality as comprised of three elements on which morality is constructed: discipline,
attachment, and autonomy.
Education provides children with these three aspects of morality required in order to
function in society. School, for example, demands of children both discipline ("sit down and be
quiet"), attachment ("love your country") and autonomy ("do your homework"). And if education
is the source of morality, then this means the morality can be changed through education, and
society reformed.
o Education is the platform to transmit values
o Autonomy – self-accountable; responsible; it teaches us to have full knowledge
behind our good and bad actions
o The problem is that the education or school environment is becoming less
influential or impactful to students
o As teachers we must do what we preach and be a model to student to strengthen
their morality
o If morality lacks inside the home of the child, school and teacher must fulfill it
o Building an education system that not just form intellectual capacity of students but
instead its values.
According to Durkheim discipline restraints egoistic tendencies and impulses, functioning
to mediate aggressive self-centered behavior. Attachment is the degree to which one is willing to
be committed to a social group and autonomy is self-accountability and responsibility for one's
actions. The triadic relation between discipline, attachment and autonomy builds morality as code
that is abided through complimenting and interdependent sources of action.
Recognizing one’s obligation to abide by social norms, duty, and consistently acting
according to those norms, regularity, comprise what Durkheim called discipline. Discipline helps
us deal with the uncertainty of life, especially the uncertainty of other people’s actions, by greatly
constraining the possibilities.
Durkheim’s naturalized views of morality led him to establish a “science of society,” and
apply his findings to France’s social problems. Durkheim asserted the importance of sociality in
the human make up in modern, complex societies, an aspect of humanity he felt was undervalued.
However, he rejected the pre-Revolutionary hegemony of the church and monarchy as outdated
social institutions, inadequate for new social conditions. It also helps us to regulate our desires,
seeking an equilibrium state with an appropriate balance of ability and desire. Discipline keeps us
centered about this equilibrium, neither expecting too much nor too little.
Regularity of behavior allows us to function at a fairly high level of abstraction because we
do not need to worry about relatively mundane things. This emphasis on learning social norms
was the basis of Piaget’s later study of morality, where he saw that children’s attitudes towards
rules and intentionality changed as their cognitive abilities improved.
Durkheim emphasized the necessity of accustoming the child at an early age to self-
control and moderation: “we can make them feel that they should not yield without reservation to
their inclinations, but that there is always a limit beyond which he ought not to go”. The child
becomes aware that moral forces are unlike physical forces, which are beyond control. These
moral constraints are open to circumvention, but it is unwise to do so. In this way the child learns
to take responsibility for actions and be aware of the nature of actions, understanding which
actions are correct.
Learning to act in terms of the collective interest is the role Durkheim saw for the emotions
in education. Durkheim proposes “to link the students as directly as possible with that to which
these ideas and feelings refer. Education through direct experience affects the moral as well as
the intellectual elements of culture” Durkheim understood that emotions are at once fundamental
to our being and the only means of ensuring moral behavior.
Schools should be the primary place to bridge between parochial family life, and broader
political and vocational life. Emotional attachment to specific people and groups beyond their
immediate family enables individuals to serve society voluntarily by serving people they care for.
By attaching people emotionally to society, rather than economically, they will choose to
act morally
Durkheim and Dewey and the challenge of contemporary moral education
John Dewey and Emile Durkheim are philosophical giants in the field of moral education.
This part compares and contrasts their respective visions for moral education and contextualizes
the comparison in the profound intellectual and social changes modernity was casting throughout
the world. They were transitional figures that attempted to make education responsive to those
novel conditions and forces.
Who is John Dewey?
John Dewey was an American philosopher and educator who was a founder of the
philosophical movement known as pragmatism, a pioneer in functional psychology, and a leader
of the progressive movement in education in the United States.
Often considered one of the greatest thinkers of the 20th century, Dewey had a vital
influence on psychology, education, and philosophy. His emphasis on progressive education
contributed greatly to the use of experimentation rather than an authoritarian approach to
knowledge.
Durkheim wanted us to understand that morals are “social facts” and that ethical ideas
have their basis and primary justification in a particular social context.
In his desire to understand the social problems of his time and develop his naturalized
theory of morals, Durkheim systematically critiqued both utilitarian liberals (justification lists) and
traditional conservatives (virtues). He argued that both intellectual traditions ignore important
aspects of moral life, even as both recognized important aspects of their social contexts. The
liberal tradition recognized the increasing importance of individualism and individuals as moral
decision makers, yet systematically failed to recognize the importance of interpersonal
relationships and social traditions. Conservatives, on the other hand, did emphasize the impact
of an individual’s decisions on others and the wisdom of tradition, but insisted on seeing
individualism as pathological and failed to understand the importance of social change.
 Both Dewey and Durkheim on sperate continents in very different societies, both saw
education as a promising answer to the problems and challenges of the day. Schools would
offer the social cohesion and shared experience that was lacking in a fragmented and mechanized
world. Seeing it as a way through the morass, the two contemporary social theorists took up the
task of making education responsive to the unprecedented conditions of modernity. They were
both concerned with the radical individualism that was taking new forms through industrialization
and specialized labour. They were also, however, persuaded by individual freedoms and rights
that they saw as beneficial consequences of the modern age.
The Social Role of Education
Both of these influential thinkers conceived of education as the mechanism for cultural
and societal transmission. Dewey explained this continuation process organically: ‘Society
exists through a process of transmission quite as much as biological life. This transmission occurs
by means of communication of habits of doing, thinking, and feeling from older to the younger’.
Social life cannot survive without this process of transmission through communication. Dewey
believed the most effective (but not the only) tool for this communication was education.
‘Education, in its broadest sense, is the means of this social continuity of life’.
Durkheim perceived the transgenerational function of education for his French society in
much the same way in that it was responsible for social continuity: ‘All educational practices,
whatever they may be. Have in common one essential characteristic: they all follow from the
influence exercised by one generation on the following generation with an eye to adapting the
latter to the social milieu in which it is called upon to live’. For Durkheim, the common thread for
all societies, including the modern one, was to see education as the mechanism to transmit
knowledge from one generation to the next.
In this way, for Dewey and Durkheim, education was a social function. Both men
understood education as a genuine institution in the sociological sense of the word, because it
was the most social of all human organizations and provided the context in which normative
patterns of thought, behaviour and social interaction could be learned in community. The school
was a microcosm for society, socializing the young through its environment for participation in
public life. Dewey explained education as ‘a social function, securing direction and
development in the immature through their participation in the life of the group to which
they belong’
Acknowledging the social role of education clarifies how Dewey and Durkheim believed
the profound changes their societies were enduring needed to be addressed through the schools,
and that education needed to be contextualized for the larger forces behind these changes. ‘It is
radical conditions which have changed, and only an equally radical change in education suffices’
On Moral Education
Both men already established the importance of morality that they were able to include
them into their works, such as pragmatism of Dewey and of course, Durkheim’s Moral Education.
Both men believed that society continues to change or evolve. So beliefs and norms tend to
change to as well to accompany the new generation and serves as a basis on everyday life.
Morality served as a basis to create rules and laws that also creates harmony in societies.

THE SCHOOL CLASS AS A SOCIAL SYSTEM

INTRODUCTION
 It is not always easy to make development in society. It normally happens over a long
period of time. However, the slow and steady pace of societal improvement is insufficient.
Accelerated social transformation may likewise be demanded for more theoretical reasons. The
scientific investigation of the social processes and social patterns involved in the educational
system is known as sociology of education. Education, according to sociologists, is a social
process that aids in the elimination of societal flaws and the perpetuation of beneficial institutions
and group activities. One of the formal socializing agencies is the school. Because of its
sociological changes and influences, it has grown in prominence. The school is a formal
educational institution that imparts the most comprehensive knowledge of the disciplines required
for living a useful and successful life. The use of social systems theory to explain how schools
work has proven to be a viable approach. The study of education as a social system is known as
sociology of education. The educator and educand have various functions and statuses in the
school's social structure. There are numerous statuses and functions among teachers based on
their seniority, qualifications, particular skills, and position in the school hierarchy. Every school's
headmaster has a vital position, with higher responsibility, administrative power, and thus the
most significant job. Similarly, various pupils in schools occupy distinct stages and positions
based on their seniority, specific skills, and assigned obligations, among other factors. For
example, the chief perfect is in charge of student discipline in general. In the same way, there are
numerous perfects who keep the school in order. Every class has a monitor who, in the absence
of the teacher, maintains law and order in the classroom and complains to the teacher about the
defaulter student.
As a social system, the school aspires to train students to fill societal roles in accordance
with their abilities once they graduate. In India, the majority of rural adolescents complete their
education after high school. Some of them don't even go to high school. As a result, the roles of
middle and high schools in conveying knowledge, skills, and socializing are critical. The first
function of schools as a social structure is to impart information and skills to younger generations.
Technical schools disseminate information on a wide range of topics. Agricultural institutes
educate cultivators' sons about better farming methods. All schools teach the three Rs: reading,
writing, and arithmetic. This is important in order to assist every male and female in effectively
managing family affairs as well as everyday life issues. In the household and at school, the
younger generation learns future roles through perception and identity development.
Extracurricular activities in the classroom are critical for the development of unique distinctions
and specific abilities among students. As a result, some of them may develop social leadership
skills, as well as other political leadership attributes.
The development of students' uniqueness is an important role of education. Individuality
is developed through the development of individual competence and the corresponding
assignment of jobs and statuses. This should not be done on the basis of favors or bias. The
school is the finest venue to teach equality, liberty, and fraternity to the younger generation as a
social structure. It is the finest option for demonstrating Democratic characteristics in a larger
social context.
THE CULTURE OF THE SCHOOL
Each school has its own distinct culture. This can be seen in comparisons between private
and public schools, rural and urban schools, tribal schools, boys and girls' schools, and so forth.
Culture is made up of norms, practices, traditions, rules of conduct, and attitudes, among other
things. All of this is mirrored in the school's social life. While culture is conveyed without much
alteration or refinement in the outside world, refined parts of culture are transmitted with great
care in the classroom. This is accomplished through various forms of socializing and the
assignment of diverse roles to distinct students.
THE SCHOOL AS A SOCIAL ORGANIZATION
A human society's social institutions are essential. Society is a system of customs,
authority, and mutuality founded on a "We" sense of belonging and similarity. Disparities within
society are not unheard of. These, on the other hand, are subjugated to likeness. Its foundation
is interdependence and cooperation. Reciprocal awareness binds it together. It is, in essence, a
template for instilling social conduct. A network of statuses and duties makes up social
organization. The headmaster is the most senior person in a school. His word is binding. He is a
consummate professional. He is in charge of ensuring that the school runs smoothly. In other
words, he is the school's head of government. The school will not foster democratic features
among the pupils if he decides to act as an auto crate. Usually, the actual power of the headmaster
is exercised through teachers and responsible pupils. Every class teacher has influence over his
or her students. The monitor, the perfect, and other teachers assist him in this procedure. As a
result, the school's social structure should be active and well-balanced. Extracurricular activities
are important for the school's overall development as a social organization. As part of the general
community, the school management is made up of members of the public who assist the
headmaster and teachers in carrying out various functions in the school. If the parents are invited
to the school function, the cooperation between the school and the community as limbs of social
organization increases. This is particularly necessary at the nursery and the elementary level.
Socialization is the most crucial task of the social organization. This socialization
necessitates functioning in accordance with pre-determined roles and statuses. The schools give
opportunities for pupils to develop leadership skills, particularly through extracurricular activities.
They eventually learn to carry out responsible activities under the supervision of the trainers. The
headmaster and teachers should give pupils more and more freedom, which will make them more
responsible. They should adhere to the notion of minimal involvement in student social
relationships. They are in charge of socializing the kids with the rest of the community. They
should teach pupils about social norms and traditions while also instilling societal ideals in them.
The school is a vital hub for advancing social mobility. It serves as an example of social justice in
action, as it is a location where every social habit and tradition is examined, reviewed, and even
questioned before being accepted. As a result, the social provides a platform for enacting desired
social reforms. When a new generation learns the flaws of destructive norms and traditions, it
strives for their modification and replacement in society at large. This is especially true in schools.
THE SCHOOL AND SOCIETY
The term "society" refers to a system or arrangement of human relationships that is embodied
in particular groups and organizations. Education is an institution, and the school is a group.
Clearly, the school plays a vital role in society. The term "society" refers to a specific society rather
than the general concept of society, which is an abstract concept. A specific society, on the other
hand, refers to a group of people who live inside the boundaries of a given country and who have
a common culture. This particular society is linked to the school. As a result, different
educationalists have defined education objectives differently for different countries. Explaining the
intimate relationship between society and school, T.P.Nunn, the famous educationists writes ,”A
nation's schools, we might say, are an organ of its life, whose special function is to consolidate
its spiritual strength, to maintain its historic continuity, to secure its past achievement, to
guarantee its future. Through its schools a nation should become conspicuous of the abiding
sources from which the best movements in its life have always drawn their inspiration, should
come to share the dream of its nobler sons, should constantly submit itself to self-criticism, should
purge its ideals, should re-inform and re-direct its impulses”. This comment clearly indicates that
the relationship between society and school is characterized by the following elements:
 • Schools ensure that society's moral power is protected, as well as its social heritage. The
schools pass over this social history to the next generation.
• Schools also ensure that society's historical continuity is preserved. Schools are
responsible for instilling ancient myths and stories in the next generation, as well as
sustaining behavioral patterns in the form of traditions and customs.
• Through the teaching of history and social science, schools also serve to keep the
previous achievements of society alive and pass them on to future generations.
• Because educands are the nation's future leaders, schools are the protectors of the
society's future. By ensuring the complete development of these leaders, schools shape
the country's and history's future. As a result, the educator is frequently referred to as the
country's architect.
• Members of society learn about the motivations and inspirations that behind all previous
literacy successes through the medium of the school. This is accomplished through
literature instruction.
• Schools also foster a lot of debate and exchange of ideas about how things work, how
people work, and what traditions they have in different parts of the country. These
elements are examined and critiqued in order to determine whether they should be kept
or discarded. Schools, in this way, are catalysts for societal transformation.
• The institution prepares leaders in a variety of fields, including engineering, medicine, the
legal profession, teaching, literature, and so on. In this way, the advancement of society
is dependent on the advancement of education.
The importance of school development and progress for the advancement of society is
obvious from the preceding discussion of the close interaction between society and school. Before
making a large-scale change in society, it is possible to test it in the classroom and study its nature
and implications. After that, it can be integrated into society.
IMPACT OF SOCIETY ON SCHOOL
It is evident from the intimate relationship that exists between society and school that both
influence each other. The various points to be noted in the impact of society on school are as the
following:
• Because all of the individuals found in schools, educators and educands, come from
society, it is only logical that their beliefs should impact school life. It is widely
acknowledged that an educand's parental background can be determined by his behavior
in school.
• Society is a fluid and ever-changing structure. The impact of numerous social
developments on schools can be seen.
• Social conduct, or how people act in society, has an impact on how students act in school.
If societal behaviour deteriorates, there is no way to protect pupils from this deterioration,
and as a result, school conduct will deteriorate as well.
• The school's curriculum is decided by the demands of society, because parents always
send their children to school to prepare them for adulthood. They are educated in order to
become useful members of society.
• All of society's major institutions, including as family, religion, and economic institutions,
have a great impact on the school's life. From this perspective, communist Russia's
schools can be compared to democratic America's schools.
• All of the education that the educand receives in school, whether through books or
lectures, is derived from society. Because books are nothing more than the cumulative
experiences and reflections of society's greatest personalities.
IMPACT OF SCHOOL ON SOCIETY
Society is influenced by the school in as great a measure as it itself influences schools. In the
respect, the following points are to be considered:
• Schools develop the next generation of leaders in all areas of society. As a result, the sort
of school determines the caliber of leaders, and their caliber, in turn, determines the form
of the society they produce.
• The school, like the family, is an institution that socializes the individual and gives him
some social control experience. As a result, the individual will learn to accept the social
control he is subjected to at school and will seek equivalent social control from society. As
a result, there is a strong emphasis on democracy so that the educand can become
accustomed to democratic social control standards.
• It has previously been noted that the school plays a significant role in social transformation
because it constantly criticizes all of society's habits, traditions, mores, and practices.
Some of them are kept while others are rejected as a result of the criticism. This influences
the future course of social change.
• It is the role of society to produce useful citizens to society, and if society wishes to be
self-sufficient, people who are capable of being independent and self-reliant must be
provided by the school.
• The educands, by exercising their right to criticise, eradicate society's flaws and therefore
provide the groundwork for its first reformation and improvement.

RESPONSIBILITY OF SOCIETY IN MAKING THE SCHOOL EFFECTIVE

The extent to which society can play an active part in making the school a powerful and
effective medium of purveying education is evident from the impact it has on the school. It is clear
that society has great responsibility in this direction. The following points should be in this
connection:
• Society should commit to constructing proper school buildings, as well as providing for
their decoration and upkeep.
• It is the obligation of society to ensure that educators are treated with respect and that
their needs are met.
• When invited by the school, various elements of society should attend and participate
enthusiastically in school functions.
• The society should not be hesitant to provide whatever the teacher deems necessary for
the complete growth of the education.
Society should also assess the examination stream, curriculum, and other aspects of schooling;
it should be subjected to criticism; it should be examined in light of current societal demands; and
it should advise adjustments if necessary.